Teachers' Occupational Burnout

The notion of occupational burnout was advocated by Freudenberger in 1974. Soon after that, the study of this field is emphasized by researchers and it even extends to the field of teaching. Though the connotation of burnout of teacher has not unified, almost all researchers have came to a chorus that this kind of burnout is a extreme response for failing to cope with the job stress, and it is a burnout state of emotion, attitude and behavior accompany the long time, high lever experience of stress. The key symptoms of the burnout are: emotion burnout, dispersonality and low personal feeling of achievements. Among them, emotion burnout is the most typical one.By investing over 500 junior middle and primaryschoolteachers with the most confirmed inventory----MBI, wefound that teachers' burnout has came to our school generally, though the degree has not deteriorated.It is the general existence of the burnout that influences the running reform of foundational curriculum and the enforcing of the new curriculum adversely. Firstly, it the teaching atmosphere heavily, then it influence the quality of teaching and learning. Secondly, this kind of burnout devastated somerare curriculum resources---the basis of curricula reform andenforcement of new curriculum. Specially, it spoiled theteachers----the most important and special curriculum resourceand should be kept eyes on specially.By investigate the teachers from frontier schools, we found that there are some aspects cause the occupational burnout: occupational factor, including occupational conflict and occupational confusion; social factors, including the status of teachers and the high promise casted on teachers; school factors, including the atmosphere of organization in schools,...